AUGMENTED REALITY AS A POSSIBILITY FOR MOBILIZING GEOGRAPHICAL REASONING: THEORETICAL REFLECTIONS

Abstract

The purpose of this article is to discuss the potential of digital technologies and, more specifically, of augmented reality (AR) in the teaching of Geography for the strengthening and development of geographic reasoning. In view of this, for the development of this work, the methodology was based on an exploratory research, which made it possible to understand the researched theme, based on investigations, subdivided into three theoretical moments, namely: brief reflection on the theoretical contributions regarding geographic education and the construction of geographic reasoning; the use of technologies in teaching, and, also, the contextualization of augmented reality in the teaching-learning process; and, finally, exemplifying the potential of AR using the HoloGLOBE application. As a result of research, it revealed the significant importance of using digital resources like this, in the teaching-learning process of Geography, mainly for the teaching of abstract phenomena, which are not possible to be accessed in reality. Given this, it is possible to affirm that the augmented reality is a technology that has the potential to assist teachers and students in the development and exercise of geographic reasoning.